Rules, praise, and ignoring: elements of elementary classroom control.
Praise good behavior and ignore the small stuff to run a calm classroom, but add corrective feedback when you need kids to master new skills.
01Research in Context
What this study did
Teachers tested three classroom tactics. First they posted rules. Then they added praise for good behavior while ignoring small disruptions. They switched the conditions back and forth to see which mix worked best.
The study took place in a regular elementary classroom. The researchers counted how often kids followed directions and stayed on task.
What they found
Rules on the wall made little difference. When teachers praised good behavior and ignored minor mischief, classroom conduct jumped. Take away the praise and the problems returned. Bring praise back and calm returned too.
How this fits with other research
Godinez et al. (2024) and Simonian et al. (2022) flip the script. Their single-case tests show corrective feedback beats praise for both skill mastery and learner preference. Half of their participants picked correction when given a choice.
The difference is target and age. Madsen et al. (1968) looked at group classroom behavior with young children. The newer studies taught new tasks to individuals. Correction helps learning; praise keeps a room calm.
Lowe et al. (1977) extends the 1968 package. They paired teacher praise and ignoring with preschoolers who had ADHD. The combo reduced hyperactive shifts better than medication alone, showing the tactic works across ages and needs.
Why it matters
Use praise plus ignoring to keep a classroom running smooth. If you need to teach a brand-new skill, mix in clear correction once the room is settled. Match the tool to the job: praise for group order, correction for individual mastery.
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02At a glance
03Original abstract
An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers' behavior. Following baseline recordings, Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.
Journal of applied behavior analysis, 1968 · doi:10.1901/jaba.1968.1-139